What I am afraid of is if/when I come on with some question of how to resolve the various disparate forms of instruction, in my case, for Aikido. Then some well experienced Aikidoka will come in trumpeting the virtues of "TRADITIONAL" instruction.

I have personally experienced three completely different forms. With my personal inabilities, I prefer drilling into muscle memory, because for me it works and it sticks. Demonstrations simply do not register with me unless they are identically repetitious. Moving concepts just are not something I am built to grasp. I have never in my life seen 3D.

Would established MA experts be able to grasp such an inability without trampling all over the possibility it exists?

They are free to post "traditional" instruction and you are free to make your points.

Might be helpful to have the discussion.

Provided it didn't get you into trouble with folks.

I can relate--I want to have a in-depth discussion on children in the martial arts--everything from the focus on kids as a business model to the claims of its benefits--wrote an article on it. But I'm concerned that it will upset many of my peers in my organization.

They will see it/read it as if I'm knocking THEM personally--I'm not and that is not my intention.

But somebody always takes it the wrong way.

So I can kinda see where you are coming from.

BTW--I LIKE the muscle memory approach--it works for me as well.

_________________________
I did battle with ignorance today.......and ignorance won.
Huey.

It took me years to "figure out for myself" where the two main theories of Aikido instruction I have encountered are "coming from". Now both seem valid. A case could be made that both "teaching the test" to get it into Muscle Memory, and "traditional" demonstration of variations to let the student "figure it out for himself" are valid.How well both work depends on the students adaptability. I grew up in the old way. Adapting was hard. Two Haiku:

In school the teacher taught, the student learned;then took a test to prove it.